school Business Plan

to imProve teaching & learning

to student learning
d e d i c at e d

2012
-2014
dedicated to:
excellence
respect
Perseverance
learning
 school Priorities

insPire to asPire

school Priorities
to imProve
teaching & learning
this plan is underpinned by our vision and values.

the development of strategies is directed by our school

Wide Pedagogy. learning areas will unpack and plan

strategies for classroom implementation in their

teaching and learning programs and operational Plans.

staff will be given the opportunity to collaborate and

share across learning areas. teachers will form

Professional learning communities that have a strong

focus on improved teaching and better student results.

data evidence is the assessment tool to measure the

implementation of teaching/learning strategies and

learning improvements.

Dedicated to: Excellence • Respect • Perseverance • Learning 3

 table of contents

introduction 3

table of contents 4
taBle of contents

school Planning context 4

school vision 5

statement of Purpose 6

Plan for Public schools – our objectives 7

the school’s Planning for improvement and accountability model 8

school values 9

school Priorities for improvement 10-11

Priority development – strategies and targets 11-17

glossary 18

this school plan for mount lawley shs has been generated through, the self-assessment process and the response
to the standards review and earlier school reviews undertaken by the previous office of director, schools. this
process is designed to improve schools and the programs that are offered and hence, enhance student learning.
the Plan for mount lawley shs has been generated through a consultative whole-school approach including all
stakeholders, such as parents. it has been refined through a number of processes involving staff and community.
this is generated through the concept of Parallel leadership where teachers take responsibility for improvement
and the development of a positive school culture through the whole-school approach to teaching and learning
that drives the improvement strategy. Professional learning communities of teachers will prosper, as an important
strategy for improving student results.

4 Dedicated to: Excellence • Respect • Perseverance • Learning

 school vision

school vision
school motto
TruTh and CourTesy

school vision
InspIre To aspIre
mount lawley senior high school
aims to maximise the enjoyment of learning and achievement for all students
within a compassionate and democratic school culture,
encouraging them to be responsible, creative and engaged lifelong learners.

school Wide Pedagogy

We connect our authentic learning experiences to life
We develop higher-level thinking
We are motivated and responsible for our own learning and actions
We cater for individual differences

Dedicated to: Excellence • Respect • Perseverance • Learning 5

 statement of Purpose

mount laWley senior high school 2012-2014

mount lawley senior high school will be a learning community committed to providing an inclusive, caring and
supportive environment where excellence and academic achievement are valued. students will be challenged to
achieve their potential through rigorous programs focused on building the knowledge, skills and values for a productive
life as a member of society.

mount lawley shs will continue to offer a variety of pathways to meet the needs of students. it is a school with a long
statement of PurPose

standing reputation for delivering effective teaching and learning and shaping the leaders of tomorrow. the school
boasts an impressive alumnus and has an enviable reputation in the wider community as one of Western australia’s
premier public schools.

the leadership and representational skills of students will be enhanced through academic, creative and sporting
pursuits and participation in the student council and school and community forums. students will be positioned to
take their place in a vibrant, cosmopolitan and democratic australia. through being part of a diverse school community,
students will be understanding, and welcoming, of difference. they will be able to engage effectively with different
cultural groups.

By graduation, students will be well prepared to face the unknown challenges of the future. the school seeks to:

• Engage students in authentic real world learning experiences beyond the classroom with opportunities for students to become
leaders and active participants in effecting change. this will mean expanding networks and partnerships.

• Offer opportunities to develop students application of technology and a critical understanding of its use.

• Foster a sense of place, with an appreciation of Australia’s traditions and past, including its indigenous heritage.

• Develop students’ understandings of Australia’s relationship with Asia, its place in the global economy and sustainability.

the school also aims to ensure that students have an awareness of social justice principles and demonstrate respect for
others. they will have a social conscience and be provided with the opportunity to assist those less fortunate whether
at home or abroad.

the school regards staff, both teaching and support, as the foundation upon which excellence in school programs is
built. staff are enablers to better student results. staff will be treated with consideration, have access to and pursue
relevant professional development and participate in effective performance management. the professional
development of staff will impact on, and inform, improved classroom practice and lead to enhanced student outcomes.

teachers, within the various teaching teams across the school, will be part of a professional learning community and
participate in professional conversations about learning and professional growth leading to better student results.

staff are expected to have high expectations for their students and engage effectively with parents. there should be
“no surprises” at reporting times. Parents will be provided with comprehensive advice about student pathways and the
opportunity to work with school staff in managing student issues.

Parents will be provided with opportunities to contribute to school forums, including aspects of the school’s decision-
making processes. the expertise that parents can bring to the school’s operations and to the educational process is
valued and actively sought. Parents will continue to be encouraged to participate in school forums such as the Parents
and citizens association and its committees and the school Board and contribute in other ways that enhance student
opportunities.

mount lawley senior high school will continue to strive to create a positive and welcoming school community and
form a constructive and important part of its students’ development into successful adults. it is a good school that
strives to be a great school. mount lawley senior high school aims to make a difference for its students. on leaving the
school they will be able to reflect on their learning journey and affirm with pride “i am a graduate of mount lawley
senior high school – a place of learning excellence”.

this plan charts the journey.

6 Dedicated to: Excellence • Respect • Perseverance • Learning

 our objectives

strategic Plan for PuBlic schools in Western australia 2012-2015

the mount lawley shs Business Plan is underpinned by the department of education’s strategic plan, “excellence and
equity 2012-2015”. the priorities outlined in the department’s plan are:
• Success for all students. • High quality teaching and leadership.
• A capable and responsive organisation.
• Distinctive schools.
additionally, school planning at the operational level is strongly guided by the relevant focus objectives. a focus

our oBjectives
document is released annually.
the school Business Plan is also intrinsically aligned to the director general’s classroom first strategy. the goal is a
strong public school system – a public school system that earns the respect of the community for the quality of the
education it offers. the key features of classroom first are:
the public school system will be strong if we work at making:
• every public school a good school; We want our schools to provide a safe and welcoming environment with
programs that challenge and engage their students.
• every teacher an effective teacher; We want our teachers and support staff to have access to the support they need
so they approach their work with confidence, enthusiasm and commitment.
• every student a successful student. We want all our students to leave school well prepared for their future, equipped
to prosper economically, be happy and secure in themselves, and ready to contribute to their community.

there are six key elements of the classroom first strategy:

1. a focus on student achievement: success for all.

teachers’ attention will be focused on the standards of achievement expected of students and on monitoring the
progress of students towards those standards.
2. a classroom orientation: sound teaching.
it is the quality of what goes on between the teacher and their students that counts.
3. context specific: distinctive schools.
the strategy seeks to put in place distinctive schools each located in a specific context.
4. Practical support: making it possible.
support resources will be allocated to the school in a flexible form so each school can decide on the
particular support it requires.
5. meaningful accountability: asking the hard questions.
school accountability mechanisms should serve educational purposes.
6. Public confidence: trusting public schools.
this element of the strategy is directed at having our schools highly regarded by the community.

the intent of this Plan is to maKe a good school a great school

the school’s model for undertaking self-assessment and the ongoing quest to be a great school is outlined below. the
intent of the school Business Plan is to improve student outcomes through better teaching and learning and alignment of
resources.
the school’s planning process can be summarised as:
• the plan is a long term strategy to shape improvement and cultural change.
• the intent is to deliver high standards of student achievement.
• from the school Business Plan, a series of whole-school operational plans and learning team plans will be
developed. there is an expectation that teachers will align classroom planning with the goals of the strategic and
operational plans.
• additionally, teacher performance management is to be linked to the plans.
• the plan is consistent with departmental policies and procedures associated with accountability,
performance management, corporate governance, resource allocation and school improvement.

Dedicated to: Excellence • Respect • Perseverance • Learning 7

 Planning and accountability model

School
Board
Planning and accountaBility model

IPS Analysis Performance

Independent Reflection and
Review and Delivery
Conversations Agreement

TEACHING
School Self School
Outcomes AND Planning
Assessment Business Plan
LEARNING

Annual Operational
School Report Implementation
Plans

Learning Area
Teams

School
Administration
and
Leadership

Professional
Learning
Communities

8 Dedicated to: Excellence • Respect • Perseverance • Learning

 school values

school values
1. eXcellence
the school operates so that all members of the community strive to achieve outstanding academic and non-
academic outcomes. the school operates so that all members of the community achieve academic, sporting,
cultural, citizenship and social growth as individuals.

2. resPect
the school operates so that all members of the community treat each other decently and value communal and
individual property. the school operates so that all members of the community are treated with dignity and
individual difference is appreciated.

3. learning
the school operates so that all members of the community develop a great interest in learning, including learning
after school and for whole of life.

4. Perseverance
the school operates so that all members of the community never give up and try hard at tasks,
even those that are difficult, time consuming or new.

Dedicated to: Excellence • Respect • Perseverance • Learning 9

Priorities for imProvement Priorities for improvement

the following priorities have been identified for the triennium.

1. Better academic achievement

2. Pedagogy – imProved teaching enaBling learning

3. student WellBeing

4. PartnershiPs

10 Dedicated to: Excellence • Respect • Perseverance • Learning

 school Priorities

1. Better academic achievement

students will value learning and strive to achieve results commensurate with their ability.
staff will have high expectations, encourage students, reward achievements and effort and celebrate. families will
have access to quality counselling and students provided with relevant pathways. attendance at school will be valued
and students will appreciate academic achievement as worthwhile.

school Priorities
2. Pedagogy: improved teaching enabling learning
teachers will participate in professional learning in order to improve teaching in the school. an important strategy is
staff engagement in professional learning communities with a focus on better student results. teachers will also
enhance skills in using technology and embed the australian curriculum in school operations. through improved
teaching students will be placed better to develop key learning skills and achieve improved results.

3. student Wellbeing
the school will be regarded as a place where all are welcomed and staff and students treat each other with courtesy
and bullying is rejected. staff and students acknowledge and are accepting to difference and demonstrate respect to
each other and to personal and school property. all will accord respect to the grounds and buildings of the school.

4. Partnerships
the school will seek out and nurture mutual obligation partnerships where others can add value to school programs.
these networks will include service clubs, the business sector and government agencies. Parents will be well informed
about their child’s progress and achievement and work with staff as partners.

Dedicated to: Excellence • Respect • Perseverance • Learning 11

 academic achievement
Priority 1 Better academic achievement
students will value learning and strive to achieve results commensurate with their ability.
staff will have high expectations, encourage students, reward achievements, effort and celebrate. families will have access
to quality counselling and students provided with relevant pathways. attendance at school will be valued and students will
Priority 1
appreciate academic achievement as worthwhile.
strategies
• identification of alternative
pathways on offer for students
to cater for their interests and
individual differences.
• school improvement officer
will help level 3s implement
the year 12 Performance
improvement Plan to develop
a culture of school self
improvement.
• to implement the year 9
naPlan/mse 9 improvement
Plan.
• year 10 focus on achievement
and progression
to senior school (develop a
developmental environment
for year 10, collegial support,
strategies for managing less
engaged students).
• enhancement of school-based
academic extension classes.
• tracking profiles of students
across all learning areas from
year 7-12 and providing
summary remediation.
• focus on the achievement of
gate students.
• support external
competitions such as icas.
• review aboriginal outcomes
and implement an
improvement plan.
12 Dedicated to: Excellence • Respect • Perseverance • Learning
targets
• achieve graduation rates
above the state average.
• 75% of aeP students to
achieve an atar of 80 or
better.
• match or better like schools
sais results in years 11 and 12
in at least 10 subjects.
• year 9 naPlan results above
national benchmarks.
• year 9 mse 9 results above
state benchmark.
• 10% of gate students
entering in year 8 accomplish
90+ in Wace program
exiting year 12.
• year 10 grading exceeds like
schools in two of four mess
areas.
• top 50 doe school in at least 2
measures over the triennium.
• five high distinctions or
better in outside
competitions.
e.g. unsW/icas
• at least two indigenous
students beginning year 8 in
2011 gaining university
entrance.
• 100% of students achieving
english competency
• median atar of 79 is achieved
by 2014.
asPirational targets
• achieve 100% graduation rate.
• 25% aeP students achieve an
atar of 90 or better.
• exceed like schools sais
results in years 11 and 12 in at
least 15 subjects.
• year 9 naPlan results above
national benchmark by 2%.
• year 9 mse 9 results above
state benchmark by 2%.
• year 10 grading exceeds like
schools in all four mess areas.
• 30% of gate students in year
8 accomplish 95+ in Wace
program in year 12.
• top 50 doe school in at least 4
measures over the triennium.
• 100% of exiting year 12
students achieve
university entrance in
an english course (50%
scaled score).
• ten high distinctions or
better in outside
competitions.
e.g. unsW/icas
• 75% indigenous students
beginning year 8 in 2011
gaining university entrance.
• 100% of students achieving
english competency for
university entrance.
• median atar achieved 81 by
2014.
 teaching and learning

Priority 2 Pedagogy: imProved teaching enaBling learning

research is clear that the most significant school impact on student learning is the teacher. in order to improve the quality
of teaching and learning at the school, learning area teams will adopt the framework of a Professional learning community.
level 3 curriculum leaders, inculcated in the approach in 2011, will lead these communities. they will engage a range of
strategies such as professional conversations, coaching and mentoring and teacher skill in utilising technology. a variety of

Priority 2
pedagogical styles will form part of the professional learning for staff along with the department’s cmis strategy. the
australian curriculum will become a focus of professional learning. through teacher professional learning, students will
develop improved literacy skills across all learning areas and recognise the skills of reading, writing, listening and speaking
as key learning tools. in particular, the capability to write for a variety of audiences and purposes will be valued and developed.
teachers will be prepared through professional development to utilise technology as a learning tool in class, enabling
student utilisation across learning areas.

strategies targets asPirational targets

• la to lead discussion of teaching • Professional learning • Professional learning

& learning at every la meeting
through the development of
Professional learning
communities and focussed
Professional learnings
undertaken.
• learning areas to implement
teacher peer modelling within
their faculties and across the
school utilising cmis.
• level 3s implement coaching
strategies, learnt in 2011, with
their Professional learning
communities to develop further
teacher skills.
• teachers are enabled to provide
special needs/academic
extension students with
differentiated learning
opportunities and iePs.
communities are established
for all learning teams.
• teacher modelling through
cms structure in place. 50% of
all staff to complete cmis over
period of sBP.
• implement a teacher coaching
structure for 20% of teachers
in each department.
• Plc will include 20 minutes of
professional conversations
about student learning during
each meeting.
• 80% of teachers attend
professional development on
ict in the classroom.
• 80% of teachers attend
Professional learning in
literacy/numeracy.
communities are established
for all learning teams.
• teacher modelling through
cms structure in place. 60% of
all staff to complete cmis over
period of sBP.
• implement a teacher coaching
structure for 30% of teachers
in each department.
• Plc will include 30 minutes of
professional conversations
about student learning during
each meeting.
• 100% of teachers attend
professional development on
ict in the classroom.
• 100% of teachers attend
Professional learning in
literacy/numeracy.

• development of professional • 100% of teachers identify one • 100% of teachers identify one
learning activities using area of pedagogy to improve area of pedagogy to improve
technology to link to critical and in their Performance in their Performance
creative thinking through management agreement. management agreement.
authentic learning experiences.
teachers utilising technologies as
part of their pedagogy.

• teachers are enabled to utilise the

literacy and numeracy
frameworks for the school.

• teachers address pedagogical

aspects in Performance
management agreements.

Dedicated to: Excellence • Respect • Perseverance • Learning 13

Priority 3 student Wellbeing

Priority 3 student WellBeing

the school will be regarded as a place where all are welcomed and staff and students treat each other civilly. violence is not
seen as a legitimate solution to problems with bullying, drug use and other substance abuse being rejected. staff and students
acknowledge and are accepting of differences and demonstrate respect to each other and to personal and school property.
all will accord respect to the grounds and buildings of the school and graffiti, damage and rubbish will be minimised.

strategies targets asPirational targets

• refine anti Bullying program
including cyber safety to years
8-10.
• continue ecu/mount lawley
safe school programs.
• appoint a l3 to respond to poor
attendances.
• continue programs to support
school and the social
environment eg. role of cadets,
school as carbon neutral, act
now, clean environment.
• continue the “colours” program
which recognises individual
commitment in a number of
areas including sport,
community, statesmanship, etc
• Promote the social concept of
community service and
acknowledgement of service
through “colours”
• refine strategies and programs
to meet the ongoing needs of at
risk students.
• continue counselling of
students to establish a relevant
post school pathway.
• enforce the school’s dress and
behaviour codes as a
component of school culture
and pride.
• all students in years 8-10
complete anti bullying course.
• the number of incidences of
bullying to decrease by 5% as
identified in student surveys.
• increase attendance rates to
above 90% in all years.
• attendance rates exceed 90%
for the whole school.
• 50% of students contribute to
community service
eg. information sessions, guest
speakers.
• number of students who
change courses following the
start of the academic year to
decrease by 5%.
• each year of the plan, 15
students will gain “colours”,
which recognises individual
commitment.
• reduce number of behaviour
management incidents by 1%.
• all students in years 8-10
complete anti bullying course.
• the number of incidences of
bullying to decrease by 10% as
identified in student surveys.
• increase attendance rates to
above 92% in all years.
• attendance rates exceed 92%
for the whole school.
• 60% of students contribute to
community service
eg. information sessions, guest
speakers.
• number of students who
change courses following the
start of the academic year to
decrease by 10%.
• each year of the plan, 30
students will gain “colours”,
which recognises individual
commitment.
• reduce number of behaviour
management incidents by 2%.

14 Dedicated to: Excellence • Respect • Perseverance • Learning


Priority 4 PartnershiPs
the school will seek out and nurture mutual obligation partnerships where others can add value to school programs. these
networks will include service clubs, the business sector and government agencies. Parents will be well informed about their
child’s progress and achievement and work with staff as partners. We seek to improve links to external providers and
organisations and the community (real world connections). We also seek international opportunities through sister schools and
language and cultural education.
strategies
• strengthen partnerships and
relationships with ecu, tafe,
cci and outside providers in
resourcing, support, expertise
and facilities.
• continue to offer pathways
such as career link, Work
Placement and individual
counselling for students.
• Promote language hubs with
local schools.
• renew and extend sister
school relationships in china
on an ongoing basis through
cultural exchange
• review sister school
relationships in italy through a
program of cultural exchange .
• strengthen links with the
rotary club of mount lawley.
• maintain the interact club of
mount lawley.
• expand the mou with edith
cowan university to include
alternative pathways and
enable school students to
study a university unit.
• gain special Program status
for the aboriginal excellence
Program and establish a
reference group.
• develop and implement an
embedded alumni program.
• offer Parent connect for all
year 11 and 12 students.
targets
• the establishment and
nurturing of strong
partnerships that deliver
benefits to students.
• 200 students directly benefit
from a school partnership.
• 100% of year 9 students who
undertake the certificate 1
course in Work readiness
successfully complete the
qualification.
• the school engages with
providers to develop and offer
appropriate courses for
students.
• the number of employers
engaged in work placement
programs is sufficient to meet
student demand.
• all students who begin
certificate courses offered
with providers are successful
in gaining the qualification.
• aboriginal excellence
Program gains special
Program status and a
reference group is established.
• the number of alumni
registry increases by 5% each
year of the school Business
Plan.
• 40% of parents take up the
offer of Parent connect.
Dedicated to: Excellence • Respect • Perseverance • Learning
Partnerships
Priority 4
asPirational targets
• the establishment and
nurturing of strong
partnerships that deliver
benefits to students.
• 300 students directly benefit
from a school partnership.
• 100% of year 9 students who
undertake the certificate 1
course in Work readiness
successfully complete the
qualification.
• the school engages with
providers to develop and offer
appropriate courses for
students.
• the number of employers
engaged in work placement
programs is sufficient to meet
student demand.
• all students who begin
certificate courses offered
with providers are successful
in gaining the qualification.
• aboriginal excellence
Program gains special
Program status and a
reference group is established.
• the number of alumni registry
increases by 10% each year of
the school Business Plan.
• 70% of parents take up the
offer of Parent connect.
15
 australian curriculum statement
increasingly, in a world where knowledge itself is constantly growing and evolving, students need
to develop a set of skills, behaviours and disposition, or general capabilities that apply across
discipline content and equip them to be lifelong learners able to operate with confidence in a
complex, information-rich, globalised world.

the australian curriculum includes a focus on seven general capabilities (literacy, numeracy,
information and communication technology competence, critical and creative thinking, ethical
behaviour, personal and social competence and intercultural understanding) and three cross
curriculum priorities (aboriginal and torres strait islanders histories and cultures, asia and
australia’s engagement with asia and sustainability). these have been embedded where relevant
and appropriate in each learning area and can be viewed explicitly in the curriculum online.

aboriginal and torres strait islander histories and culture

the aboriginal and torres strait islander priority provides opportunities for all learners to deepen
their knowledge of australia by engaging with the world’s oldest continuous living cultures. this
knowledge and understanding will enrich their ability to participate positively in the ongoing
development of australia.

asia and australia’s engagement with asia

china, india and other asian nations are growing rapidly and the power and influence they have
in all areas of global endeavour is extensive. an understanding of asia underpins the capacity
of australian students to be active and informed citizens working together to build harmonious
local, regional and global communities, and build australia’s social, intellectual and creative
capital.

sustainability
sustainability addresses the ongoing capacity of earth to maintain all life. sustainable patterns of
living meet the needs of the present without compromising the ability of future generations to
meet their needs. actions to improve sustainability are both individual and collective endeavours
shared across local and global communities. they necessitate a renewed and balanced approach
to the way humans interact with each other and the environment.

education for sustainability develops the knowledge, skills and values necessary for people to
act in ways that contribute to more sustainable patterns of living. it is futures-oriented, focusing
on protecting environments and creating a more ecologically and socially just world through
action that recognises the relevance and interdependence of environmental, social, cultural and
economic considerations.

16 Dedicated to: Excellence • Respect • Perseverance • Learning

 school Priorities

school Priorities
• Better academic achievement
• Pedagogy - improved teaching enabling learning
• student Wellbeing

school Priorities
• Partnerships

dePartment of education strategic Plan for

Wa PuBlic schools 2012-2015
eXcellence and equity
Excellence and Equity
Strategic Plan for WA Public Schools 2012–2015
• Success for all students
• Distinctive schools Director General’s
Classroom First strateGy

• High quality teaching and leadership

• A capable and responsive organisation

classroom first strategy

melBourne declaration on educational

goals for young australians
goal 1: australian schooling promotes equity and excellence
goal 2: all young australians become successful learners, confident and creative individuals,
and active and informed citizens

• a commitment to action developing stronger Partnerships

• supporting quality teaching and school leadership
• strengthening early childhood education
• enhancing middle years development
• supporting senior years of schooling and youth transitions
• Promoting world-class curriculum and assessment
• improving educational outcomes for indigenous youth and
disadvantaged young australians, especially those from low
socioeconomic backgrounds . strengthening accountability and transparency

Dedicated to: Excellence • Respect • Perseverance • Learning 17

 glossary

the following glossary is presented in order to assist stake holders understand the
meaning of terms used in the school Business Plan or in educational literature.

ae academic extension

Bmis Behaviour management in schools

glossary

cos course of study

doe department of education

dlP documented learning Plan

eald english as an additional language/dialect

esl english as a second language

es education support

gate gifted and talented education

iBP individual Behaviour Plan

ieP individual education Plan

ilP individual learning Plan

it information technology

itc information technology and communication

mis management information system

rto registered training organisation

saer students at educational risk

sBP school Business Plan

scsa school curriculum and standards authority

sis school information system

svaPa special visual and Performing arts

tafe technical and further education

atar australiantertiary admission rank

vet vocational education and training

vetis vocational education and training in schools

WPl Workplace learning

Wace Western australian certificate of education

18 Dedicated to: Excellence • Respect • Perseverance • Learning

Promoting a culture of continuous learning and personal growth and
development for students and staff, excellence in achievement and
performance, and rich learning opportunities and experiences.
 For Further Information contact
Mount Lawley Senior High School, 65 Woodsome St, Mount Lawley, Western Australia 6050
Main Administration: Tel 08 9471 0300 Fax 08 9271 1126
Middle School (Yr 8-9) Tel 08 9471 0350 Fax 08 9471 0338
Senior School (Yr 10-12) Tel 08 9471 0320 Fax 08 9471 0329
Mount Lawley Senior Website http://www.lawley.wa.edu.au Email enquiries@lawley.wa.edu.au
High School